Earth and Me

Unit plan completed by: MaryBeth Chrustowski

 Topic: Recycle, Reduce, Reuse
-THIRD GRADE-
Unit Goals:
This unit is relevant because every student will grow to be an active part of society. Knowing
how human actions both directly and indirectly impact our environment in both positive and
negative ways will prepare these students to be actively engaged in the world around them.

Focus Questions:
1. What are some ways humans can reduce the amount of trash generated?
2. What are some of the consequences and problems that occur from wasteful behavior?

Materials
For Student:
 One waste product information sheet: wood, paper, plastic, metal, or food. (Activity 10 p.29-33)
 Earth and Me Student Journal. (Activity 10 p. 34-35)
 Earth and Me Student Journal. (Activity 10 p. 36)
 Packaging Survey
 Pencil
 Checking Pen
 Markers/Colored Pencils/Crayons
 Blank paper

For Teacher:
 Computer
 Internet access
 Projector
 Projector screen
 Classroom carpet
 Dojo timer: https://student.classdojo.com
 Packaging answer key
 White board
 White board markers
 Education Ed Video Series: www.discoveryeducation.com
Length of Time: 4 Days
 Day 1: The Three R’s (Reduce, Reuse, Recycle)
 Day 2: Waste Material Exploration
 Day 3: Analyzing Waste and Packaging of Material
 Day 4: Packaging Survey

Technology Used
Throughout this unit the use of a variety of technology, which includes computers, websites,
and online videos are incorporated. With technology on the rise, it is important to encompass
such measures into the student’s learning environment to not only enhance their intellectual
capacity, but to get them acclimated with different forms of technology that will be a large part
of their futures.

Common Core Standards

3-ESS3 Earth and Human Activity
3-ESS3-1. Make a claim about the merit of a design solution that reduces the impact of a weather-
related hazard.

Science and Engineering Practices:

3-ESS3-1. Make a claim about the merit of a solution to a problem by citing relevant evidence about
how it meets the criteria and constraints of the problem.

Disciplinary Core Ideas:

3-ESS3-1/4-ESS3-2. A variety of natural hazards result from natural processes. Humans cannot
eliminate natural hazards but can take steps to reduce their impacts.

Crosscutting Concepts:
3-ESS3-1. Cause and effect relationships are routinely identified, tested, and used to explain change.
3-ESS3-1. Science affects everyday life.

ELA/Literacy
W.3.7 Conduct short research projects that build knowledge about a topic.
Student’s Current Skills:
 Reading
 Writing
 Listening
 Comprehension
 Collaborative Learning
 Communicating with others

Skills that will be taught to students:

 Ownership
 Problem solving
 Thinking critically

Resources:
Discovery Education, Educational Ed Video: www.discoveryeducation.com

Classroom Dojo Timer: https://student.classdojo.com

Worksheets: Earth and Me. A Third Grade Unit. Written by Battle Creek Area Mathematics and Science
Center. Copyright © 2008

Demographics:
Teacher: MaryBeth Chrustowski Date: October 8th 2014 Setting: Classroom
School: Willow Woods Elementary District: Warren Consolidated Grade Level: Third
Topic/Unit: Earth Science/ Recycle, Reduce, Reuse Core Subject: Social Studies Integration: ELA
Lesson Plan Title: The Three R’s
Estimated Time: 90 Minutes
Unit Plan: Day One

Content/Objective(s):
Understand recycling, reducing, and reusing.
Understand human impact on our environment.
Understand how to apply the three R’s in our daily lives.

Rationale:
Students need to be familiar with the world around them. Students should know how humans impact the world,
both positively and negatively. The beginning of this unit will lay the basic framework of what it means to
recycle, reduce, and reuse waste material.

Common Core:

3-ESS3-1/4-ESS3-2. A variety of natural hazards result from natural processes. Humans cannot eliminate
natural hazards but can take steps to reduce their impacts.
3-ESS3-1. Cause and effect relationships are routinely identified, tested, and used to explain change.
3-ESS3-1. Science affects everyday life.

Teacher Procedure/Development:

Introduction:
Ask students the following questions to help them get into the Earth and Me “mind set:”
 How many of you have heard of recycling?
 How many of you and your families recycle at home?
 What kinds of items do you recycle?
 How many of you have heard of reusing?
 How many of you have heard of reducing?

Explain to students that during our Earth and Me unit we will be learning about recycling, reducing, and reusing
and how we can apply each in our daily lives.

Materials Needed:
Computer
Internet access
Discoveryeducation.com, Education Ed Video Series
Projector
Projector screen
Classroom carpet
Dojo Timer

Methods and Procedures:

To introduce the topic of recycling, reducing, and reusing show students the following videos, titled
Environmental Ed, from Discovery Education:

Part One: http://app.discoveryeducation.com/player/view/assetGuid/E5BAE6D5-4BB2-4D8D-A367-

C1B18FCBAAE2.
This video segment “explores different environmental topics, and addresses the damage
that humans are doing to the Earth. The environment is being destroyed through human
impact, such as pollution, which harms all living plants and animals, including humans.
 There are ways that people can combat pollution's effects, such as recycling and reducing
their consumption.”

Part Two: http://app.discoveryeducation.com/player/view/assetGuid/851ACFF1-6D40-4815-B428-

F537AB189661
This video segment “Focuses on the relationship between humans and nature. Humans
tend to have a negative impact on nature by using resources and causing pollution. Nature
has inspired several inventions that humans use, such as Velcro and pliers. Discusses
animals and natural resources and how people interact with them.”

During this time students will be asked to sit in their carpet squares on the classroom carpet. Students are not
required to take notes. However, they are required to be active listeners at all times.

Closure:
Ask students to use the information they have just learned to answer the following question:
 What are two interesting facts you have learned about the Three R’s?

Instruct students to pair and share with their science partner for 4 minutes. Each student should be given the
opportunity to speak for up to 2 minutes. Set the Dojo timer for 4 minutes. Remind students to be mindful of the
time. When students are done sharing they should return to their carpet square.

Accommodations/Adaptations:

 For those students who have a difficult time speaking the English language, they may partner and share
with another ELL student.
 For students who may have difficulty seeing they may move from their carpet square to the front of the
classroom carpet, or whenever they can see best.

Assessment/Evaluation:
Informal observation-Was the student an active listener during the video series? Did student participate in the
pair and share activity? Was the student an active or passive partner? (Record on classroom checklist).
Lesson Plan Title: Waste Material Exploration
Estimated Time: 50-60 Minutes
Unit Plan: Day Two

Objective(s):
Reuse, reduce, and recycle are ways that conserve natural resources.
Humans have both negative and positive effects on the environment.

Outcome(s):
Gather information about earth materials and their uses through informational text.
Describe uses of earth materials, and how to reuse, reduce, and recycle natural resources.

Common Core:

3-ESS3 Earth and Human Activity

3-ESS3-1. Make a claim about the merit of a design solution that reduces the impact of a weather-
related hazard.

Science and Engineering Practices:

3-ESS3-1. Make a claim about the merit of a solution to a problem by citing relevant evidence about
how it meets the criteria and constraints of the problem.

Disciplinary Core Ideas:

3-ESS3-1/4-ESS3-2. A variety of natural hazards result from natural processes. Humans cannot
eliminate natural hazards but can take steps to reduce their impacts.

Crosscutting Concepts:
3-ESS3-1. Cause and effect relationships are routinely identified, tested, and used to explain change.
3-ESS3-1. Science affects everyday life.

ELA/Literacy
W.3.7 Conduct short research projects that build knowledge about a topic.

Teacher Procedure/Development:

Introduction:
Advanced preparation- Make copies of the following for each student:
 Earth and Me Student Journal pages 34 and 35.
 Waste product information sheets pages 34 and 35.

Prior to the lesson students have already viewed/discussed Discovery Education video series on
the topic of recycling, reducing, and reusing.

Students will be re-introduced to the activity topic through the following scenario/question set:
 What are the three R’s?
 What does it mean to recycle?
 What are something things we can recycle at home? School?
 What does it mean to reuse something?
 What does it mean to reduce?

Materials Needed:
For each student:
One waste product information sheet: wood, paper, plastic, metal, or food. (Activity 10 p.29-33)
Earth and Me Student Journal. (Activity 10 p. 34-35)
Pencil

Key Terms:
Recycle- Recycle is to put a material into use again after it has been changed.
Reduce- Reduce means to use less of a product or material.
Renewal-Renewal is the act of making or becoming new, fresh, or usable again.
Reuse-Reuse is to put again into use or service without changing the product or material.

Methods and Procedures:

1. Divide the class into research groups, according to rows (1-5).
2. Distribute to each group, one per student, a waste product information sheet: wood, paper, plastic, metal,
or food.
3. Tell the groups that they will be sharing the information with the rest of the class as well as using it to
make a plan to reduce the waste in the classroom.
4. Have each group read about their specific (assigned) waste material.
5. Tell the research groups that each group is responsible for making a recommendation for dealing with
their category of waste or refuse. This should be based on their reading and research.
6. Give the groups sufficient time to read the information in the Student Journal Handout and discuss
possible recommendations for their waste category. Take this opportunity to have students incorporate
some of the informational text reading strategies, such as highlighting important information, writing in
the margins, and retelling the main idea from each paragraph.
7. Have the groups complete activity pages 34 and 35 to help them when they present their ideas to the
class.
a. What waste material are you exploring?
b. What is the main idea of your reading?
c. List three facts about your material.
d. What recommendations are you making for the class? Tell why you are making those
recommendations.

Facilitate the group reading of the information and recording of ideas by circulating among the groups and
listening to the reading and discussion. To check for progress, ask:
 Can someone explain the main idea of what you have read and discussed so far?
 What facts have you learned about, the origin and possible disposal of the material?
 What have you recorded in your Student Journals so far?
 What recommendations do you have for the class? What else are you considering?

After students had the opportunity to form a plan of action for the class, invite each group to present the main
idea from their reading, facts they learned, and the plan of action they would take. Encourage the class to ask
question of each group.

Closure:

Ask students to use prior knowledge as well as the information they have just learned to answer the following
question on a Post-It note. Instruct student to stick their Post-It note on their number on the number grid chart
when they are finished.
 What are some of the consequences and problems that occur from wasteful behavior?

Accommodations/Adaptations:
If the class has the ability to do research beyond their reading in the Student Journal, assign a homework project
for the students to be responsible for gathering further information and articles from newspapers, magazines,
and the internet relating to their refuse category.

Suggest topics for articles that include possibilities and problems that include reuse, recycling, composting,
landfills, burning or incineration, and other problems and solutions pertaining to a particular type of refuse.

If extending research or reading took place prior to the lesson, allow students to incorporate their findings into
their group’s recommendations.

Assessment/Evaluation:
Informal observation-Did student participate in group activity? Was the student an active or passive group
member? Did student contribute to group discussion/recommendations with class? (Record on classroom
checklist and presentation checklist).
Formal observation-Did student complete Student Journal pages 34 and 35? Grade and record Student Journal
worksheets, out of 5 points (one point per question).
Lesson Plan Title: Analyzing Waste and Packaging of Material
Estimated Time: 50-60 Minutes
Unit Plan: Day Three

Objective(s):
Reuse, reduce, and recycle are three ways to conserve natural resources.
Understand that humans have both negative and positive effects on the environment and can choose how they
affect the surrounding environment.

Outcome(s):
Use gathered information about earth materials and their uses from informational text to construct an opinion
writing piece.
Describe uses of earth materials, and how to reuse, reduce, and recycle natural resources.

Common Core:
3-ESS3-1. Make a claim about the merit of a solution to a problem by citing relevant evidence about how it
meets the criteria and constraints of the problem.
3-ESS3-1/4-ESS3-2. A variety of natural hazards result from natural processes. Humans cannot eliminate
natural hazards but can take steps to reduce their impacts.
3-ESS3-1. Cause and effect relationships are routinely identified, tested, and used to explain change.
3-ESS3-1. Science affects everyday life.

Teacher Procedure/Development:

Introduction:
Prewriting Strategy
 Before writing responses in the Student Journal, divide the class into teams or groups and have the
students orally express what they are going to write and listen to the ideas of others. Have the students
record a list or web prior to writing to organize their thoughts on blank paper.

Materials Needed
For each student:
 Blank paper
 Earth and Me Student Journal. (Activity 10 p. 36)
 Pencil
 Markers/Colored Pencils/Crayons

Methods and Procedures:

1. Present the following journal topic to students:
“Write about your personal plan to reduce, reuse, and recycle products at school and at home.
Tell why it is important for everyone to take part in reducing waste and how it affects Earth’s
natural resources.”
2. Instruct students to respond to the journal topic on page 36 of their Earth and Me Student Journal.

Closure:
Ask students to rejoin their team/group and share their journal entry with one another.

Accommodations/Adaptations:
ELL students can be paired in groups/teams with students who also speak their primary language.
ELL student who have difficulty writing and/or spelling, they can choose to draw pictures instead of writing
words.
Assessment/Evaluation:
Reponses will vary. Check for a reference to reducing the consumption of Earth’s natural resources, metals,
fuels, water, soil, and forests. Responses may also refer to the reduction of waste filling the landfills or dumps,
as well as a cleaner environment (beaches, forests, parks, road-sides, etc.)
Lesson Plan Title: Packaging Survey
Estimated Time: 35-45 minutes
Unit Plan: Day Four

Objective(s):
Understand that we as humans have opinions about our environment.
Understand that those opinions are generally supported by evidence, life-experience, of lack of knowledge or
experience.

Outcome(s):
Students need to be able to use their knowledge and experience to form opinions about topics of all subject
areas. The end of this unit will help students to see how they have formed their own opinions over the course of
a week’s time on the subject of recycling, reducing, and reusing.

Common Core:
3-ESS3-1. Make a claim about the merit of a solution to a problem by citing relevant evidence about how it
meets the criteria and constraints of the problem.
3-ESS3-1. Science affects everyday life.

Teacher Procedure/Development:

Introduction:
Reintroduce students to the topic of surveying. Remind students that when taking a survey we are to remain
open minded and answer all questions to the best of our ability. We should use our prior knowledge and life-
experiences to help form our opinions.

Materials Needed
For each student:
 Packaging Survey
 Pencil
 Checking Pen
For Teacher:
 Packaging answer key
 White board
 White board markers

Methods and Procedures:

 Distribute a copy of the handout, Packaging Survey, to each student and allow 10-15 minutes for the
students to complete the survey. Tell students that the survey does not necessarily have right or wrong
answers, but reflects the opinion and thinking of the person taking the survey. Explain that the survey
lists different kinds of packaging you might find at the grocery store. The students are to rank the
different types of packaging from the least amount of packaging to the greatest.
 Explain the ranking scale and write it on the board for students as a reminder.
o √: A check means the item can be recycled or reused.
o 0: A zero means it can be incinerated or taken to the landfill.
o -: A minus means it cannot be disposed of easily and should be avoided if at all possible.
 After 10-15 minutes of independent work, divide the class into small groups. Encourage students to
collaborate as they compare their survey answers.

Closure:
Rejoin as a whole class and compare student responses with the answer key. Discuss the differences in opinions
and try to seek understanding from one another.

Accommodations/Adaptations:
ELL students can be paired in groups/teams with students who also speak their primary language.

Assessment/Evaluation:
Reponses will vary. Check for completion of survey. Grade students based on completion. 1-point=complete,
½=partially completed, 0=not completed (little to no effort).